Empire Elementary School and the New Accountability System

1. Empire Elementary School and the New Accountability System What Identification as a Comprehensive Support and Improvement (CSI) School Means to our Students and Staff

2. Today’s Presentation

3. Why a New Accountability System? • The Every Student Succeeds Act or ESSA is the federal law for K-12 education in the United States. • States receive funding from the United States Department of Education to help districts and schools improve student outcomes, particularly for groups of students who have historically underperformed compared to state averages. • NY receives about $1.6 billion annually in ESSA funding. • In the Empire Elementary School, ESSA funding supports programs and services that include: academic support for students who are struggling; before and after-school tutoring; counseling; mentoring; supplemental supplies for homeless students; and parent and family engagement workshops. • In exchange for funding, states must have an accountability system for measuring school performance and determining which schools need extra support. • States have flexibility in developing these accountability systems • States can incorporate measures of school success that go beyond test scores

4. Accountability Educational Equity • Educational equity means all students succeed and thrive in school no matter who they are, where they live, or where they go to school. • Accountability is everyone’s responsibility: we should celebrate what we do well and recognize upon what we need to improve, and identify the implications of the choices we make. • Being identified for Comprehensive Support & Improvement means we will get extra help to assist us in our improvement efforts.

5. New York’s New Accountability System

6. Multiple Measures of Performance • NYSED is using several indicators to determine the performance of elementary and middle schools: • Student academic achievement in language arts, math, and science • Student growth in language arts and math • Academic progress in language arts and math • English language proficiency • Chronic absenteeism • For every school, these measures are applied to allstudentsand specific student subgroups, such as members of racial and ethnic groups, students with disabilities, and English language learners

7. How Schools Are Measured On Each Indicator • For every indicator, a school is given a numeric score: • “1” is lowest • “4” is highest • For every indicator: • A score of “1” to “4” is given for all students at a school and • A score of “1” to “4” is given for each specific student subgroup at a school for which the school is accountable

8. The Individual Indicators What Each Indicator Measures and How Our School Performed

9. Measuring Student Academic Achievement (Composite Performance Index) • This indicator measures achievement on state assessments in English language arts (ELA), math, and science. • Levels are assigned based on where a school ranks compared to all other schools in the state: • Schools receive no credit for students who score at Level 1, partial credit for students who score at Level 2, full credit for students who score at Level 3, and extra credit for students who score at Level 4. • The Composite Performance Index is computed two ways: one based on only students who participated in state assessments and one adjusted for students who did not participate. • A school can receive an index that ranges from 0 to 250. • Empire Elementary School had a Performance Index of 91 out of a possible 250 based on students who participated in the state assessments and 88 when adjusted for students who did not participate. • Empire Elementary School received a Level 2 on this indicator, meaning our school performed between the 10% and 50% percentile among all elementary and middle schools in the state.

10. Measuring Student Growth on State Tests • This indicator measures student growth on state assessments in English language arts and math. • Indicator applies to grades 4-8. • Compares students’ scores this year to scores of students in the same grade with similar scores in prior years. • Uses the performance of our school for the last three years, not just last year. • The scores for each student in ELA and math are averaged and a Growth Index computed for the school. • Levels are assigned as follows: On this indicator, Empire Elementary School had a Growth Index of 44 and received a Level 1 for the all students group.

11. Measuring Student Test Achievement (Composite Performance) & Growth on State Tests Combined • This measure combines the Student Achievement and Student Growth indicators • Creates a “Combined Composite Performance and Growth” measure by: • Adding the Composite Performance Level and the Student Growth Level, giving a number from 2-8. For Empire Elementary School that would be a Composite Performance Level of 2 and a Student Growth Level of 1, equaling 3. • Ranking schools with the same number (for Empire Elementary a 3) based on their rank for Composite Performance and for Student Growth. • Assigning a percentile rank to the result. On this indicator, our school received a score of 1 for all students, placing the school among the lowest ten percent in the state.

12. Measuring Academic Progress • This indicator measures overall student progress on state assessments in English language arts and math, compared to our school’s measures of interim progress (MIP), the State MIP and long-term goals • In ELA, Empire Elementary School had a school MIP of 80.3, the State MIP was 100.7, and the State long-term goal was 117. Empire Elementary School’s performance was 72.6. Since we did not met either MIP, we received Level 1 in ELA. • In math, Empire Elementary School had a school MIP of 79, the State MIP was 103.3 and the State long-term goal was 119.4. Since we met our school MIP, we received Level 2 in math. • However, because Empire Elementary School did not receive a Level 2 for both ELA and math our overall Level for Academic Progress was Level 1.

13. Measuring English Language Proficiency • This indicator measures progress of English language learners (ELL) in meeting their individual targets on the New York State English as a Second Language Achievement Test (NYSESLAT). • Each school receives a Success Ratio on this measure based on the percent of students who made progress compared to the probability that a student will make progress. • A success ratio of 1.0 means students did exactly as expected in terms of making progress towards English proficiency; greater than 1.0 better than expected; and less than 1.0 less than expected. On this indicator, Empire Elementary School had a success ratio of .62 and received a Level 2.

14. Measuring Chronic Absenteeism • This indicator measures the percentage of students who miss 10% or more of the days they are supposed to attend, compared to our school’s measures of interim progress (MIP) and long-term goals. • Empire Elementary School had a school MIP of 34.4%, the State MIP was 13.3%, and the State long-term goal is 9.2%. Empire Elementary school’s performance was 26.2%, meaning 26.2% of students at Empire Elementary School were absent for 10% of more days of instruction. • Since we met the school MIP, but not the State MIP or long-term goal, Empire Elementary School received a Level 2.

15. Identification for Comprehensive Support and Improvement An elementary or middle school can be identified for Comprehensive Support and Improvement if its Levels of Performance meets one of these five “scenarios” Empire Elementary School’s Performance was: Empire Elementary School has been identified for Comprehensive Support and Improvement because we met “Scenario 4.”

16. Comprehensive Support & Improvement What it Means to Our School

17. Required CSI School Interventions Empire Elementary School will: • Participate in an on-site needs assessment conducted by the New York State Education Department. • Review additional data to identify needs to be addressed in the school’s annual improvement plan. • Conduct annual surveys of parents, staff, and students. • Develop, in consultation with parents, school staff, and for secondary schools, students, an annual School Comprehensive Education Plan (SCEP) and submit to NYSED for approval. • Identify a school-wide evidence-based intervention to be included within the annual improvement plan. • Take steps to increase parent and student participation in decision-making. • Receive Federal School Improvement funds to support our efforts. CSI School

18. How Schools Can Exit CSI Status To exit CSI status, the school must for two consecutive years be above the levels that would cause it to be identified for CSI status: • Empire Elementary School can exit CSI status if for the 2018-19 and 2019-20 school years: • Composite Performance Level and Student Growth Level are both Level 2 or higher, or • Both the Composite Performance Index and Student Growth Index are higher than at the time of identification; AND Combined Composite Performance and Growth is Level 2 or higher; AND none of the following is Level 1: Academic Progress; English Language Proficiency; Chronic Absenteeism • Empire Elementary can also exit CSI status if the school is not on the next list of CSI schools created based on 2020-21 school year results.

19. Next Steps As a result of the Empire Elementary School becoming a Comprehensive Support and Improvement School, we will take the following next steps:

20. Questions?

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